Date of Award

4-24-2018

Degree Type

Certificate of Advanced Study

Program

Connecticut Literacy Secialist

Advisor

Dr. Karen C. Waters

Abstract

As literacy standards across the country grow more rigorous, literacy practices need to follow suit. With the implementation of the Common Core Speaking and Listening Standards in 2010, classroom instruction in the facilitation of student discourse has become not only beneficial, but required. The purpose of this study was to examine the effects of an instructional framework for student discourse called Statement Stem Discourse/Accountable Talk (SSD/AT). This instructional frame included discussion stems, teacher prompts, and guidelines for student responses. This study observed the impacts of discourse on 19 students over the course of six weeks. With a focus on questions stems, we scaffolded expectations to extend students’ oral participation, critical thinking, reading comprehension, and text interpretation. The findings concluded that discourse around literature led to increased comprehension, effective strategies for teacher facilitation of discourse, and beneficial discourse strategies to use in the classroom. Overall, the study revealed that implementing discourse into daily literacy instruction had a significant impact on literacy achievement.

Comments

Prepared for EDR 692 Applied Reading and Language Arts Research. A thesis submitted in partial fulfillment of the coursework required for the post-masters' Certificate of Advanced Studies (CAS) in Literacy.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.


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